Scientific Argumentation Klodia Saad 912016 Bell work Can

Scientific Argumentation Klodia Saad

9/1/2016 Bell work Can we use argumentation to build science knowledge? Why or why not?

Collaborative Learning construct an argument Question: ‘Can we use scientific argumentation to build science knowledge? ’ • What do you believe is the correct answer? Claim • Use evidence (personal experience or prior knowledge) to support your claim. • Reasoning: Justification of the evidence • show why your ideas count as evidence. • Link evidence to claim

Claim: Evidence: Reasoning:

How do we come to a consensus? 1. Decide who will go 1 st, 2 nd, 3 rd 2. 1 st person states his claim (--- molecules of water will be produces for every 3 C 3 H 8 molecules) 3. 1 st person states evidence and reasoning to support his/her claim 4. Team members continue taking turns to either provide additional evidence to support claim made or refute claim with other evidence.

Active Reading Talking to the text Focus Question: ‘Can we use argumentation to build science knowledge? ’ Active Reading strategies: • Skim and Scan (to locate essential data) • Main idea/gist of essential passages As you read locate evidence that would help you answer the question.

Collaborative Learning Question: ‘Can we use scientific argumentation to build science knowledge? ’ (Discuss the evidence you found and use it to revise or support your collective claim) • What do you now believe is the correct answer? Claim • Use evidence (textual evidence) to support your claim. • Reasoning: Justification of the evidence • show why your ideas count as evidence. • Link evidence to claim

More Data Multimedia as Text www. argumentationtoolkit. org • From the main page click on ‘learn more’ • Scroll down and watch ‘Rationale: Argumentation for Deeper Learning’

Gallery Walk Choose one team member to remain and defend your claim. As participants walk around their job is to: 1. Provide a rebuttal 2. Provide constructive feedback and support other claims with further, stronger evidence 3. Check the accuracy of the evidence 4. Does evidence support claim? Does it align with reasoning?

Exit Ticket Work together with your group to reflect on your learning • Now that you have visited each group, what modifications would you make to your claim, evidence or reasoning piece? • Use a different color to make revisions to your model

5/26/2016 Bell work Stomach acid, which aids in digestion, has a p. H which can range from approximately 1 -3 making it very acidic to the point that most of our body cells will die in its presence. 1. Do you agree or disagree with the above statement? 2. What kind of evidence did you use to support your claim?

Collaborative Learning Statement: Stomach acid, which aids in digestion, has a p. H that ranges from approximately 1 -3 making it very acidic to the point that most of our body cells will die in its presence. 1. Agree/negate? Claim 2. Use evidence (personal experience or prior knowledge) to support your claim. 3. Reasoning: Justification of the evidence • Use scientific principles to show why your ideas count as evidence. • Link evidence to claim

Construct an argument Despite its name, heartburn has nothing to do with the heart. It is an irritation of the esophagus that is caused by stomach acid (HCl) refluxing back into the esophagus. Magnesium hydroxide (Mg(OH)2), the active ingredient in an antacid tablet, works to relieve your discomfort. 1. How do you believe magnesium hydroxide works to relieve heartburn? Write one statement Claim 2. Use evidence from your notes to support your claim. 3. Describe how magnesium hydroxide works (explain its action) and provide Justification of the evidence Reasoning • Use scientific principles to show why your ideas count as evidence and link evidence to claim

collaborative Learning construct an argument It takes more energy to completely boil 50 grams of H 2 O than it does to melt it. 1. Agree/disagree. Claim 2. Describe the behavior of molecules during the phase changes. Reasoning • Pretend you could zoom in and look at the molecules at the microscopic level. Draw a model that demonstrates the behavior of those molecules. 3. Use evidence from your notes to support your claim. • Use the following terms and include in model: kinetic energy, intermolecular forces, vapor pressure, air pressure, boiling point, melting point.

5/12/2016 Bell work Have you even been in a hot air balloon? Many people describe flying in a hot air ballo on as one of the most serene and enjoyable activities they've ever experienced. The hot air balloon consists of: 1. a burner, which heats the air 2. the balloon envelope, which holds the air 3. the basket, which carries the passengers How would you use chemistry concepts to explain how a hot air balloon lifts off and stays in the air?

Collaborative Learning Construct argument Question: ‘How does a hot air balloon lift off and stay in the air? ’ • What do you believe is the correct answer? Claim • Describe the behavior of gases. Reasoning • Pretend you could zoom in and look at the molecules that play a role in hot air balloons. Draw a model that demonstrates the behavior of those gases. • Use evidence from your notes to support your claim.

Construct your argument Suppose there are 0. 32 g of caffeine (C 8 H 1 N 4 O 2)in a shot of espresso. You go to a coffee shop and you order a Grande coffee which contains 2 shots of espresso. How many caffeine molecules would you say are going into your system? • use evidence to support your claim and reasoning to justify your evidence and link to your claim.

construct an argument Analyze the graph • What do you believe is happening to the ice/water? (claim) • Use a scientific concepts to explain how this is happening (reasoning) 1. What does the horizontal line mean? What is remaining constant and why? 2. Why is the 2 nd horizontal line longer than the first? • Provide textual evidence to support your claim